PLEASE NOTE THAT ALL OF THESE SEMINARS ARE FULL, BUT WE WILL OFFER THEM AGAIN NEXT YEAR.
What is Course Redesign?
Topics
Seminar Outcomes
Format
Honorarium
Application and Selection Process
Course Redesign Facilitators
What is Course Redesign?
Course redesign refers to the process of recreating an entire course in order to achieve better learning outcomes. Specifically, redesigning a course focuses on re-visioning the way we construct our courses—an approach that begins with identifying the course's learning goals, then proceeding on to assessment mechanisms (both formative and summative) that measure whether or not those goals have been met, and finally to designing the activities that will help our students achieve the learning outcomes we set forth.
This integrated method to course redesign is a systematic approach to student learning that explicitly and intentionally links course outcomes with activities/assignments and assessment.
In 2009-2010, the CET&L will offer three course redesign seminars---two will focus on the traditional face-to-face learning environment. The other will focus on online learning with the intent of either creating new, online-course materials to be used in a hybrid course design or converting a face-to-face course to an online format that takes full advantage of instructional technology.
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Topics will include:
- Creating an effective-learning environment in small- and large-enrollment courses
- Encouraging the transfer of knowledge and skills across disciplines and contexts
- Utilizing emerging pedagogical techniques (such as online tools) to enhance the face-to-face learning environment
- Identifying the essential elements of a syllabus
- Defining and realizing course goals
- Promoting self-regulated learning
- Developing assessment techniques that encourage and measure learning
For the seminars that focus on online learning, additional topics will include:
- Exploring the available forms of instructional technology
- Determining how much of a learning curve is involved in using instructional technology
- Considering how students learn with instructional technology
- Examining some effective online-assessment mechanisms
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Seminar Outcomes
Participants will:
- Identify elements of the current course that work well and those that need to be changed
- Revise the course goals and outcomes with reference to the course sequence, the department’s needs, and the university program requirements
- Use the revised course goals to create new assessments and activities
- Develop a more integrated view of how the course components relate to each other and learn to communicate this integration to students
Each seminar's final product will be the collection of new goals, outcomes, activities, and assessments for your revised course. The seminar's writing and group-discussion material will contribute to this final “teaching portfolio” that documents your work. The portfolio will include:
- The original syllabus and course material
- The new syllabus resulting from the redesign process
- One assignment/activity related to each course goal
- One assessment mechanism related to that assignment/activity
- A mid-term course evaluation and a revised end-of-course evaluation which measure student perceptions of whether the learning outcomes for the course have been achieved
- Reflective writing that narrates the course-redesign process. If possible, background information on how redesign was implemented would be included here.
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Format
Approximately fifteen faculty will attend monthly seminar meetings and participate in online activities over the course of the academic year. The seminar meetings will include a combination of lecture, discussion, and hands-on activities in which participants will have the opportunity to develop new course materials and receive feedback from other seminar participants.
Honorarium
Each participant will receive a $750 honorarium for use toward course development to be paid upon satisfactory completion of the seminar requirements. All money must be spent in accordance with Faculty Development Council guidelines.
Because of bargaining-contract limitations on funding for this program, the seminar is open only to AAUP bargaining-unit faculty.
Application and Selection Process
If becoming part of this course redesign seminar interests you, please submit an electronic application (see side bar above, or individual facilitators' information below for the application). Please complete the application, then save the document as your name and email to Pamela.Baker@uc.edu.
The Course Redesign Selection Committee will consider applications until all seminars are filled.
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Course Redesign Facilitators
These are your course redesign facilitators for those seminars focusing on the traditional face-to-face classroom:
 Tom Haines is an Associate Professor in Electronic Media in the College-Conservatory of Music and serves as the Director of the Schuman Film Scoring Program at Aspen Music Festival and School. Professor Haines has had numerous professional conference presentations on Course Curriculum, ePortfoilio, Active Learning, Online Learning and Instructional Technology. He has participated in extensive course redesign and faculty development seminars and has facilitated curricular program and ePortfoilio course development. He was a teaching fellow for the Center for Academic Technology and is an active board and committee member of the ICL, CET&L and Service Learning communities. Professor Haines' main pedagogical areas of interests are in ePortfolio development, mastery teaching and learning, brain based and active learning implementation in the classroom and in online courses. Currently he is researching accelerated learning techniques in online course environments.
This seminar will meet in the CET&L Classroom, room 480C Langsam, on the following Thursdays, 1:00 – 3:30 PM: 9/24/09, 10/8/09, 11/12/09, 12/10/09, 1/14/10, 2/11/10, 3/11/10, 4/8/10, 5/13/10, 6/10/10.
Click here to apply for the seminar facilitated by Tom Haines.
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Robin Lightner is an Associate Professor of Psychology and Co-Director of the Learning and Teaching Center at Raymond Walters College. She is currently working on a FIPSE grant on Self-Regulated Learning, and employs a number of techniques in her courses to help students become better learners. She teaches Intro Psych, Research Methods, Personality, and Social Psych. She leads faculty learning communities on Critical Thinking and Assessment as well as the Scholarship of Teaching and Learning. She organizes a faculty writers group to support academic writing, and is chair of the college's Academic Assessment Committee.
This seminar will meet in the CET&L Classroom, room 480C Langsam, on the following Tuesdays from 8:15 – 10:45 AM: 9/29/09, 10/13/09, 11/10/09, 12/8/09, 1/12/10, 2/9/10, 3/9/10, 4/13/10, 5/11/10, 6/8/10.
Click here to apply for the seminar facilitated by Robin Lightner.
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 Eugene Rutz is an Academic Director in the College of Engineering and an Adjunct Instructor. Eugene is manager of the College’s distance-learning efforts and manages outreach programs to both working professionals and K-12 students. During his time at UC, Eugene has taught courses in the traditional classroom; using synchronous video technology; and Internet-based courses using audio, streaming video and other asynchronous technologies. He has been an investigator or PI on several sponsored research grants evaluating the efficacy of instructional technology and student learning and has published these results in the engineering education literature. For 4 years, Eugene has served as the co-chair of the Ohio Learning Network's annual conference and is a long-time member of UC’s Distance Learning Oversight Committee.
This seminar meets in the CET&L Classroom, room 480C Langsam, on the following Tuesdays from 11:00 am - 2:00 pm: 9/29/09, 10/13/09, 11/10/09, 12/8/09, 1/12/10, 2/9/10, 3/9/10, 4/13/10, 5/11/10, 6/8/10.
Click here to apply for the seminar facilitated by Eugene Rutz.
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For more information, contact Pamela Baker, Director, The Center for the Enhancement of Teaching and Learning, either by email (Pamela.Baker@uc.edu) or phone at 513-556-1270.
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Application for Haines Traditional Face-to-Face Course Redesign
Application for Lightner Traditional Face-to-Face Course Redesign
Application for Rutz Online Course Redesign
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